Lesson context and Focus: Compose a final copy of their information report within the group’s allocated based on research and structured planning done from previous lessons. The information report will be presented on A3 cardboard so that students can present their Information reports to their peers. Students in previous lessons have already started planning and scribing their draft information report.
Outcomes and indicators:
ENGLISH Learning to talk and Listen TS2.2 Interacts effectively in groups and Pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
Works efficiently in a group to put together information to create an information report. Presents their work effectively to the whole class explaining the processes and content of their information report.
Learning to Write — Producing Texts WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
writes for a chosen audience
contributes to joint text-construction activities
WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
The final copy of the information report to be presented should involve sentence structure, grammatical features and punctuation that of a information report.
SCIENCE Living Things
Living things depend on other living things to survive.
Plants and animals live in environments that supply their needs.
Resources/set up:
Interactive Smart Board
Two examples of information reports (Appendix 1)
Information Report Proforma (Appendix 2)
Information classroom poster (Appendix 3) (Eather, 2004-2010)
Explain the purpose of the lesson. Purpose of lesson Students will produce a final copy of their information report after proof reading and correcting any punctuation or grammatical errors from their draft.
Teacher should have opened on the interactive smart board two different information reports that have been split by title, paragraphs and conclusion. Have all the different components of the two different information reports jumbled up (Appendix 1). As a class students are to put back together the two information reports in the right structure. (e.g. title, definition or classification of the subject, important facts about the subject and lastly a conclusion) (Eather, 2004-2010).
Discuss with students aspects that need to be included within the body of an information report. These are: Appearance, habitat, movement, Food, Behaviour, Life cycle (Eather, 2004-2010).
Ask students to refer back to the classroom Information report poster if they are unsure (Appendix 3)
Who can guess what we are going to do in this lesson?
What have we done so far in our process of making information reports?
Now what did we learn about the structure of an information report?
How do you think we can distinguish which paragraph belongs to which information report?
How should we order these paragraphs?
Interactive Smart Board
Jumbled Examples of different information Reports (Appendix 1)
Information Report structure poster (Appendix 3)
Active involvement.
Students who are not participating will be encouraged to have a go at moving the paragraphs on the smart board themselves.
BODY (1)
31
Students are to get back into their allocated groups and discuss how they will continue organizing their information into paragraphs and in the structure of an information report on the proforma provded to them (Appendix 2)
Students should have allocated roles within their groups. For example one student may scribe, others may discuss how to categorise the information into paragraphs and others may look at grammar and punctuation of the paragraphs. Another role can be for students to start choosing images they collected over research to print and include in their reports.
Remind students that their own opinion should not be incorporated into the information report as the report should include facts and descriptions of their chosen animal.
Walk around and observe group collaborations and listen to see if they are on the right track.
Stimulus Questions
- Do you have a title? - What did we say we should involve in our body of the information report? (Appearance, habitat, movement, Food, Behaviour, Life cycle etc). -Have you got all those aspects within your report?
If students are unsure, they may also look back on the information reports they read in the introduction of the lesson to look at the writing styles (to be left up on the interactive board).
Paper
Pencil
Computer
Interactive
smart board
Information report proforma Appendix (2)
Students who are going off topic will be watched and redirected to a role within their group work. When students are being too loud, teacher will ring a bell or clap to indicate to students of the noise level.
Body (2)
10
Students should now be ready to type up their draft information reports on the computer and print it out in font size 20 so that they can cut out the parts of the information report spread out on their A3 cardboard. Students will print out images to incorporate into their Final information report.
While some group members are typing, other members should decorate the A3 cardboard to look appealing.
Stimulus questions Where are you going to place the images on the information report? You should cut out the paragraphs and stick them spread out but still in the same structure because if you just paste in the A4 paper it will be for the class to see because everything will be so close together.
Computer
Printer
Glue
Scissors
A3 cardboard
Conclusion
15
All groups will sit on the floor with their finalized A3 Information report.
Each group will come up and share their reports with the class answering questions teachers ask them.
Stimulus Questions What was your information report about? What was the hardest part of creating this information report from the past lessons? Research? Planning? Composing? What was the most interesting fact that you discovered about this animal while making this information report?
Book stand
Students who have are not paying attention to their peers presentations will be asked questions relating to the presentation.
Evidence of Learning:
Contributions to whole class discussions in introduction
Observable (and aural) use of effective teamwork; including talk and listening, decision making, quality and execution of ideas
Is the final information report structure correct in terms of grammar, punctuation and style of an information report?
LESSON 6 Final Product: Information report
Date: 4.10.11 Time: 11am Duration: 1 hour Stage: 2
Lesson context and Focus: Compose a final copy of their information report within the group’s allocated based on research and structured planning done from previous lessons. The information report will be presented on A3 cardboard so that students can present their Information reports to their peers. Students in previous lessons have already started planning and scribing their draft information report.
Outcomes and indicators:
ENGLISHLearning to talk and Listen
TS2.2 Interacts effectively in groups and Pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.
Learning to Write — Producing Texts
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
WS2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
- The final copy of the information report to be presented should involve sentence structure, grammatical features and punctuation that of a information report.
SCIENCELiving Things
Resources/set up:
Appendix 1
Appendix 2
Appendix 3
(Open questions, cues)
Intro
27
Purpose of lesson
Students will produce a final copy of their information report after proof reading and correcting any punctuation or grammatical errors from their draft.
Teacher should have opened on the interactive smart board two different information reports that have been split by title, paragraphs and conclusion. Have all the different components of the two different information reports jumbled up (Appendix 1). As a class students are to put back together the two information reports in the right structure. (e.g. title, definition or classification of the subject, important facts about the subject and lastly a conclusion) (Eather, 2004-2010).
Discuss with students aspects that need to be included within the body of an information report. These are:
Appearance, habitat, movement, Food, Behaviour, Life cycle (Eather, 2004-2010).
Ask students to refer back to the classroom Information report poster if they are unsure (Appendix 3)
What have we done so far in our process of making information reports?
Now what did we learn about the structure of an information report?
How do you think we can distinguish which paragraph belongs to which information report?
How should we order these paragraphs?
Smart Board
Jumbled
Examples
of different
information
Reports
(Appendix 1)
Information Report structure poster (Appendix 3)
Students who are not participating will be encouraged to have a go at moving the paragraphs on the smart board themselves.
BODY (1)
31Students should have allocated roles within their groups. For example one student may scribe, others may discuss how to categorise the information into paragraphs and others may look at grammar and punctuation of the paragraphs. Another role can be for students to start choosing images they collected over research to print and include in their reports.
Walk around and observe group collaborations and listen to see if they are on the right track.
Stimulus Questions
- Do you have a title?- What did we say we should involve in our body of the information report?
(Appearance, habitat, movement, Food, Behaviour, Life cycle etc).
-Have you got all those aspects within your report?
If students are unsure, they may also look back on the information reports they read in the introduction of the lesson to look at the writing styles (to be left up on the interactive board).
Pencil
Computer
Interactive
smart board
Information
report proforma
Appendix (2)
When students are being too loud, teacher will ring a bell or clap to indicate to students of the noise level.
Body (2)
10Students will print out images to incorporate into their Final information report.
While some group members are typing, other members should decorate the A3 cardboard to look appealing.
Where are you going to place the images on the information report?
You should cut out the paragraphs and stick them spread out but still in the same structure because if you just paste in the A4 paper it will be for the class to see because everything will be so close together.
Printer
Glue
Scissors
A3 cardboard
Conclusion
15Each group will come up and share their reports with the class answering questions teachers ask them.
What was your information report about?
What was the hardest part of creating this information report from the past lessons? Research? Planning? Composing?
What was the most interesting fact that you discovered about this animal while making this information report?
Evidence of Learning:
TEACHER EVALUATION
Lesson Strengths:
What worked, and why?
Lesson Weaknesses:
What didn’t work, and why?
Possible Improvements:
Reference List
Eather, J. (2004-2010). Text organiser: Information Report. Retrieved Septmeber 30, 2011 from
http://www.writingfun.com/writingfun2010.html